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How do we make sure we are not assigning busy work?

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20. What have other schools done to ensure assessment integrity beyond the moment of assessment, such as honor code, etc.

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19. How do we structure assessment to take only the time necessary to adequately test a student?

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Outside factors that limit student success in accurate assessment

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Outside factors that limit student success in accurate assessment

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18. In a distance learning model, how do we ensure that the workload given to students is manageable in the context of a student's day and technology access

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17. How do we ensure that project-based assessments are structured in such a way that they are accessible to all students?

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16. How do we ensure test integrity and assessment integrity in distance learning?

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15. How do the day-to-day barriers to completion of distance learning (home, technology, bandwidth, non-EL and non-SPED students) affect and inform our assessment?

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14. How are we structuring assessment so that culture is not a barrier in our assessments?

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13. How do we accomodate the needs of English Learners in assessment so that we assess content not language ability?

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12. How do we use student self-assessment to inform the teaching and learning cycle?

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11. How do we adequately assess students who are entering the district for the first time?

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Questions and Comments from Other Working Groups

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Questions and Comments from Other Working Groups

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10. What has been learned in this area that can be useful for planning the transitional and transformational phases?

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9. When students are learning from a distance, how can teachers use technology tools (e.g. Poll Everywhere, Google Forms) to create short formative assessments to gauge student learning and plan instructional moves?

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8. How can a variety of assessment models be utilized to support student learning, both in the classroom and from a distance (e.g. authentic assessment, on-demand, performance tasks, selected response, computer assisted)

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7. How can project-based assessment be leveraged to increase student learning and achievement, both at home and from a distance?

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6. Are there best assessment practices that can be recommended for the blend of at school and distance learning?

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5. What are the best technology solutions that can be utilized to support the administration of formal assessments?  Do teachers and students need support in using these technology supports?

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4. Are there technology demands in this area that are not currently being met, that need to be supported?

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3. In a distance or blended model, how will on-going assessments be delivered to students (e.g. Canvas, Google Classroom, etc.)  Will there be a recommended approach to teachers in this area of need?

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2. Based on assessments data,  how should learning gaps that may have happened as a result of the recent SIP order be addressed?

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1. How should students be assessed to identify learning gaps that may have happened as a result of the recent SIP order?